Alison Demangeon

Function(s) / Responsibility(s)

September 2018: Awarded the title of Psychologist (RPPS number: 10009410498)

2018 – 2022: PhD on Montessori Education

Doctoral contract (2018-2021): Teaching and research duties, elected doctoral representative on the laboratory council and the department council.
ATER (2021-2023): Teaching and research duties, elected doctoral representative on the department council.

2023 – 2026: Postdoctoral research in partnership with the DRANE (Regional Academic Delegation for Digital Education) within the Rectorate of the Nancy-Metz Academy.

Postdoctoral researcher: Full-time research position.

Scientific collaborations

Active member of MERGe (Montessori Europe Research Group), which brings together researchers from across Europe (France, Hungary, Italy, the Netherlands, Poland, Spain, Sweden, Switzerland) focusing on Montessori Education.

Teachings

I have taught courses at the University of Lorraine (54) in both the Bachelor’s and Master’s programs in Psychology, covering:

Developmental Psychology
Psychobiology
Applied Statistics in Psychology
Research Thesis and Methodology
Professional and Personal Project (PPP), Internship, and Ethics
Supervised Independent Study (TIPE)
History, Epistemology, and Paradigms
Experimental Approach

Additionally, I have taught at the INSEI (ex-INSHEA) in Suresnes (92):

From Early Childhood to Preschool: Transition into Learning (Individual and Collective Needs, Disability)

And in the MEEF Master’s program at INSPE Lorraine (54):

Educational Intervention and Specific Populations

Research themes

• My thesis focused on the effects of Montessori Education on the psychological development and learning of primary school children.

During my PhD, I carried out various studies:
(1) A systematic review of the literature on the effects of Montessori Education on the development and learning of primary school children.
(2) A meta-analysis of comparative studies on Montessori Education conducted from 1990 to the present in the field of developmental psychology.
(3) A quasi-experimental comparative study of Montessori Education versus conventional environments with preschool children.
(4) A questionnaire-based study on teachers’ beliefs and practices regarding Montessori Education in preschool.

• I am currently working on the issue of student well-being in the school context.

Context: This research is commissioned by the DRANE (Regional Academic Delegation for Digital Education) of Nancy-Metz. The project is funded as part of the Territoire Éducatif Numérique (TNE) of the Vosges region. Its goal is to analyze and evaluate the effects of various digital tools related to school well-being implemented in the area.

Implications for practice and research: This work will lead to the writing and publication of scientific articles on the subject. Additionally, resource kits related to well-being will be distributed in schools throughout the Vosges department.

Thesis

PhD Defense – November 22, 2022

Title: Montessori Education: What Are Its Effects on Children’s Psychological Development and Learning?

Supervisors:

Youssef Tazouti (Primary Supervisor), Professor of Educational Psychology, University of Lorraine
Stéphanie Claudel-Valentin (Co-Supervisor), Associate Professor of Clinical Developmental Psychology, University of Lorraine

Jury Members:

Maud Besançon – Professor of Differential Psychology, University of Rennes 2 (Reviewer)
Annie Charon – Professor of Didactics, University of Quebec at Montreal (Examiner)
Stéphanie Claudel – Associate Professor of Clinical Developmental Psychology, University of Lorraine (Co-Supervisor)
Débora Poncelet – Professor of Educational Sciences and Psychology, University of Luxembourg (Examiner, Jury President)
Jérôme Prado – Researcher in Developmental Cognitive Neuroscience, CNRS – CRNL (Reviewer)
Youssef Tazouti – Professor of Educational Psychology, University of Lorraine (Thesis Director)